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The document outlines a "fast track" curriculum development process called a Content Outline Event (COE) that is collaborative, outcomes-based, and facilitated. A COE is used to develop a semester-long course over 3 days by identifying the audience, desired performance outcomes, necessary knowledge, gaps to fill, and activities, following an organizing scheme like job order or simple to complex. The document provides details on the various steps and components involved in conducting a successful COE.
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Aslie presentation coe
- 1. CURRICULUM DEVELOPMENT WITH EDR FUN *AND* DIFFERENT!
- 2. TODAY’S GOALS 1. To present our “fast track” curriculum development process (Content Outline Event) 2. To review the Transliteration Course outline
- 3. THE FAST TRACK CONTENT OUTLINE EVENT: WHAT IS IT? • An innovate way to develop curriculum that is: • Collaborative • Outcomes Based • Facilitated • The output is flexible • It takes about 3 days to develop a semester-long course
- 4. WHAT IS A COURSE?
- 5. WHAT IS A TOPIC?
- 6. WHAT HAPPENS AT A COE? Audience Best way to Performance organize Outcomes WHO?
- 7. AND THEN WHAT? Chunking Knowledge Gaps and Order Needed
- 9. ORGANIZING SCHEMES • Job order • Simple to complex • Common skills and knowledge first • Spiral
- 10. JOB ORDER
- 11. PERFORMANCE OUTCOMES • How to…. • What will the student DO • What about “They just need to KNOW this”?
- 12. CHUNKING AND ORDER • Relates to audience
- 13. KNOWLEDGE NEEDED • What do you need to KNOW before you can learn HOW TO? • Brainstormed second but taught first • Includes: • Facts • “Concepts” • Processes
- 14. GAPS • Check against new course request form • Check against textbooks • Check against certification materials, if possible
- 15. PLANNING ACTIVITIES • Practice skills with feedback • Capture ideas during COE • Activity/assessment planning session • Drop-by and discuss
- 16. HOW MATERIAL IS TAUGHT 1. Introductions: WIIFM and Context 2. Knowledge Neededs – what do you need to know before you can learn how to do something? 3. Performance outcomes – How to Information 4. Practice Activities – practicing the POs with support and feedback 5. Assessment
- 17. WHO TO INCLUDE? • Your team • Practitioners in the field • Clients • My team • MSSE students
- 18. WHAT DO YOU NEED TO START? • Orientation Session with me (2 hours) • Knowledge about your Audience • Course Outline Form • If this course prepares student for certification exam, then we need to see that.
Editor's Notes
- Introduce myselfI’ve been conducting COE’s for 10 years, developing technical and business skills curriculums
- Today’s session has two major goals: to present this method with the hope that I will be able to do more of this with you, and second, to present the Transliteration course that I helped Karen Finch to develop.
- I have my own language, and although I am converting over to using RIT lingo, I still slip up and use the names I am most familiar with. The Course is a container that includes information, practice, and assessment. It is the broadest level in the hierarchy/The course has lessons, and the lessons are made up of topics
- The topic is the building block of the course.WIIFM means “what’s in it for me” and establishes relevancy for the student.KN means “Knowledge needed” – its what the student needs to know before they can learn the performance outcome of the topic.The PO is the HOW TO of the topic – the heart of the topic. Pos should be observable, measurable actions. They start with a verb, because the student is doing something. I avoid Pos that use “understand”, “appreciate”, “know”.Pos are practiced, and then later, assessed.
- Understanding Audience is the foundation of the course. If you are an expert at what is being taught, you will tend to make the chunk size of the Pos too big If you are not an expert, you will tend to make chunk size too small. There are several organizing schemes. We will discuss those in a minute.Pos, as I said before are the heart of the course. They are the skills the student will learn in the course. We brainstorm these first because then they will drive the course, the course will be more engaging, and the course will be outcomes based.
- Chunking and ordering actually happen in seveal passes.KNs are brainstormed after Pos. This is what the student needs to know BEFORE they can learn HOW TO. Give example.We use other curriculae, the New course request, text books, exam objectives to analyze gaps
- Activities vs practices vs assessment
- When possible, job order is best because it leads to the greatest degree of knowledge transfer from the classroom to the workplace
- For this slide and those to follow, we will examine the actual Transliteration course outline to illustrate.